Graduate School

Goody and Watt (Adted 509, 1/30/2007)
Privilege writing and suggest a phonetic system of writing (full literacy vs. what they call the restricted literacy of say India, or China) led to Western society's development of logic,abstract thought, science and history.
Alphabetic writing frees societies from the homeostatic tradition of " conservative conformity"

The Element-Ken Robinson
Element-"The place where the things you love to do and the things that you are good at come together" Meeting point between natural aptitude and personal passion
Creativity-"process of having original ideas that have value."


Making Change: For School Improvement

this is a training game that enables educators to bring about change in their schools. Players learn to change by trying to influence policies and practices in a fictional (but surprisingly real) school district. The game is fun and participants often get caught up in trying to succeed at promoting an innovation. More importantly, the game is an active illustration of the critical foundation principles of changing any school. It is our goal to have these principles remain in your thinking long after the game has been played for it is the the principles that will serve you well in managing change in your setting. The handouts in this packet are reminders of the principles.

Learning from the Game:

I.ASSUMPTIONS OF THE CONCERNS BASED ADOPTION MODEL

Change: 

is a PROCESS, not an event

is made by INDIVIDUALS first, then institutions

is a highly PERSONAL experience

entails DEVELOPMENTAL growth in feelings and skills

interventions must be related to: the people first, the innovation second

II.LEARNING BUILT INTO MAKING CHANGE

1. Change takes time and persistence
2. Individuals go through stages in the change process and have different needs at different stages
3. Change strategies are most effective when they are chosen to meet people's needs
4. administrative support and approval is needed for change to occur
5. An individual or committee must take responsibility for organizing and managing the change.
6. The objective is to benefit students, not just "convert" staff
7. Successful change is PLANNED and MANAGED

III. LEVELS OF USE OF THE INNOVATION

Typical Behaviors

Levels of use

Levels of use renewal (highest) integration refinement routine mechanical preparation orientation nonuse(lowest)

BEHAVIORAL INDICES OF LEVEL the user is seeking more effective alternatives to the established use of the innovation the user is making deliberate efforts to coordinate with others in using the innovation the user is making changes to increase outcomes the user is making few or no changes and has an established pattern of use the user is using the innovation in a poorly coordinated manner and is making user-oriented change The user is preparing to use the innovation The user is seeking out information about the innovation No action is being taken with respect to the innovation

IV. Adopter types

The research on diffusion found that people differ in their readiness to accept a change. Some people will adopt the change quickly; others will take a long time.

• Innovator: eager to try new ideas, open to change, and willing to take risks; usually perceived as naive or a little crazy and, therefore, not well integrated into the social structure (8%)
• Leader: open to change, but more thoughtful about  getting involved; trusted by other staff and sought for advice and opinions (17%)
• EARLY Majority: cautious and deliberate about deciding to adopt an innovation; tends to be a follower, not a leader (29%)
• Late majority: skeptical of adopting new ideas and "set in their ways" can be won over by a combination of peer pressure and administrative expectations (29%)
• Resister: suspicious and generally opposed to new idea; usually low in influence and often isolated from the mainstreem (17%)

V. Stages of concern

Typical Expressions of concern about an innovation

Levels of use

Stage of concern 6. Refocusing 5. Collaboration 4. Consequence 3. Management 2. Personal 1. Informational 0. Awareness

Expressions of concern  I have some ideas about something that would work even better How can I relate what I am doing to what others are doing How is my use affecting kids? How can I refine it to have more impact? I seem to be spending all my time getting materials ready How will using it affect me? I would like to know more about it I am not concerned about it